Students with executive functioning challenges face a unique set of challenges when going to college. Challenges with sustained attention, working memory, organization, and time and task management can make college life difficult. To improve their experience, students are encouraged to consider these suggestions.
Time and Task Management
First, identify when you will study and complete assignments each day. You are encouraged to schedule both a beginning and an ending time for completing these tasks, as well as, free time to do whatever you want to do afterward. It may be helpful to schedule time to complete most of these tasks during the day and other times when you have your best attention. If you have trouble figuring out when you will complete your work, consider suggestions outlined in my previous post about block scheduling.
Next, you are encouraged to try using a planner alternative that allows you to keep track of assignments to complete, project due dates, and upcoming tests and quizzes.
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Keep a running list of assignments and their due dates. During the time you have set aside for completing assignments and studying, look at your list and then prioritize based on the due date of the task.
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Use a monthly calendar or a whiteboard to keep track of test dates and due dates for longer-term projects. It is important to update and check this tool daily.
Another alternative to consider is a bullet journal as described on the official bullet journal website. Additional suggestions are available in my previous post about planner alternatives.
When it’s time to study and complete your assignments, try this structured routine originally developed at Harvard Business School.
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Spend 15 minutes completing as many easy tasks as possible completed. As you complete these, you should check them off of your list of tasks.
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Spend the next 30 minutes working on more difficult tasks that require optimal executive functioning.
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Spend the next 15 minutes taking a break.
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Start the process over again as needed.
As needed, you can adjust these amounts of time, but this structured routine originally developed at Harvard Business School is a research-proven process that you can use for many years to come.
You are encouraged to consider scheduling time to preview the upcoming week every Sunday afternoon or Monday morning. Once you’ve completed this task, consider my suggestions for prioritizing your tasks for the week.
Try the following structured plans and timelines to prepare for upcoming tests and complete projects before they are due.
Addressing problems getting started on tasks involves first determining why you are struggling and then taking action as described in my previous posts on procrastination.
Sustained Attention and Working Memory
If you are easily distracted, try using a timer that beeps or buzzes every 10 to 15 minutes when you are studying, completing assignments, or doing other tasks to be completed promptly: this can serve as a cue for you to get back on task if you have become distracted.
It can also be helpful to take an active approach to preview your textbooks and other reading materials before class. To read text with a purpose, you should change bolded headers and bolded words into questions: “What is ____” and “Why is ____ important?” You should read to answer these questions and either mark the answers in the book or write them on a separate piece of paper. After class, use your textbook as a resource to explore additional information on the topics covered.
To read with a purpose, you are encouraged to use simple and highly structured graphic organizers.
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Organize information in history or literature by completing multiple-column charts listing who, what, where, when, why, and how for each event or period.
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Use a compare-contrast frame to organize specific similarities and differences in, literature, history, and science.
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Use fish-bone diagrams to better recognize cause/effect in textbooks and novels.
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Use highly structured charts to capture key literary aspects (setting, characters, conflict, rising action, climax, falling action, resolution, and literary elements).
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Use a highly structured, simplified approach to annotating to capture important information while reading text and literature.
For more information, check out my previous posts on active reading.
Because organized input is retained and recalled easier than disorganized input, using structured graphic organizers and other memory strategies can help you better recall the information you need to know for tests and quizzes.
When taking notes in the classroom, consider utilizing the active listening strategies and note-taking techniques I’ve suggested for attending to and capturing the most important information. Using a Live Scribe SmartPen or Microsoft OneNote, you can record audio copies of the lecture as you type your notes. Recording can be helpful to verify notes taken in class, and if you miss information, you can click on that part of your notes and immediately replay what the instructor was saying.
If you have trouble with working memory, you’re encouraged to try “cue cards” listing the steps in multiple-step tasks that are difficult for you to recall. Research on cue cards shows you can learn the steps faster than relying on your faulty executive skills. For more information, consider my previous post on cue cards.
Self Monitoring
Try making and using personalized self-monitoring checklists to review your work and tests before turning them in. Your checklists should be made up of common mistakes you make on assignments and tests. You should think about and use your self-monitoring checklist the last thing before turning in your assignments or tests.
Once every week, take time to monitor and evaluate the effectiveness of your plans and strategies. If your strategies aren’t working, you should “problem-solve” to identify and create new ones based on your strengths and abilities. Ask yourself the following questions.
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What’s working? Why?
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What’s not working? Why?
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What obstacles or problems are getting in my way?
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What can I change about these problems?
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How can I change my focus?
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How can I change my thinking?
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How can I change my actions?
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What are the best solutions?
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When and how will I implement these solutions?
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Who can help and what can they do to help?
Finally, always remember to celebrate your successes to energize your effort and expectations!
Need Help Applying these Concepts?
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(C) 2010-2020, Monte W. Davenport, Ph.D.
